Use the guiding questions that we came up with in class to describe a standards-based lesson. This lesson could be one that you make up or one that you watch on video. Important: Be sure that your learning objective aligns with a curriculum standard.
I. Standard Benchmark(s) and Learning Objective:
The purpose of this lesson is to teach students how to make and follow a procedure and then to be able to follow a procedure made by someone else. The teacher started off the class by showing a few examples of procedures, like how to make food and instructions of how to put something together. As the class was analyzing the procedures, she asked them different questions about them. The assignment was then to build something out of legos and write down every step of the procedure. After constructing someone, the students then had to give the directions to another student and have them built the same exact figure by just using the directions.
II. The Learning Environment
The overall look of the classroom is rather plain. The walls are just plain white and there is not much color in the classroom. There is a chalk board at the front of the class. There are also a few posters hung on the walls, however; that is pretty much all of the decoration throughout the classroom. The students are sitting as tables rather than desks and they are sitting with one person. A television is also located on the wall near the chalk board that is visible to all of the students.
The students seem very comfortable around the teacher. However, they seem to know who is in authority. No one seems to be speaking while she is and she also offers guidance to the students. The teacher walked around to many of the different tables to see their progress and to ask about their progress. One groups lego structure did not come out the same the second time it was done, so the teacher asked questions about what went wrong and how they could have fixed the problem.
III. The Learning Activities
As said before, the assignment was to create a structure out of legos. As the students create their lego structures, they were instructed to write down every step that took place in making the structure. After completing the structure, the students then had to give another student their procedure and have them try to make their same lego structure. The teacher walked around during this assignment observing and also asking questions to the student. She was there for questions, but also asked the students about what they built and if anything went wrong.
IV. Assessment Strategies/Items
To assess the students during the procedure, the teacher walked around observing and also asking the students questions. At the beginning on the class the teacher said they would be graded not by if they could make the same structure as the other students, but on participation. So, after the assignment the teacher asked the students questions about the assignment and asked them what makes a good procedure. She assessed them according to these guidelines:
· Teacher observation of student's participation during the activity (time on task) and participation during class discussions
· Evaluation of the student's written procedure
· Evaluation of the student's procedure revisions
· Evaluation of the student's analysis of their peers' procedure design
· Evaluation of the student's completed activity sheet.
Title: Grade 9 Writing a Procedure: Lego Activity
Authors:
1. Kate AsquithUse the guiding questions that we came up with in class to describe a standards-based lesson. This lesson could be one that you make up or one that you watch on video. Important: Be sure that your learning objective aligns with a curriculum standard.
I. Standard Benchmark(s) and Learning Objective:
The purpose of this lesson is to teach students how to make and follow a procedure and then to be able to follow a procedure made by someone else. The teacher started off the class by showing a few examples of procedures, like how to make food and instructions of how to put something together. As the class was analyzing the procedures, she asked them different questions about them. The assignment was then to build something out of legos and write down every step of the procedure. After constructing someone, the students then had to give the directions to another student and have them built the same exact figure by just using the directions.II. The Learning Environment
The overall look of the classroom is rather plain. The walls are just plain white and there is not much color in the classroom. There is a chalk board at the front of the class. There are also a few posters hung on the walls, however; that is pretty much all of the decoration throughout the classroom. The students are sitting as tables rather than desks and they are sitting with one person. A television is also located on the wall near the chalk board that is visible to all of the students.The students seem very comfortable around the teacher. However, they seem to know who is in authority. No one seems to be speaking while she is and she also offers guidance to the students. The teacher walked around to many of the different tables to see their progress and to ask about their progress. One groups lego structure did not come out the same the second time it was done, so the teacher asked questions about what went wrong and how they could have fixed the problem.
III. The Learning Activities
As said before, the assignment was to create a structure out of legos. As the students create their lego structures, they were instructed to write down every step that took place in making the structure. After completing the structure, the students then had to give another student their procedure and have them try to make their same lego structure. The teacher walked around during this assignment observing and also asking questions to the student. She was there for questions, but also asked the students about what they built and if anything went wrong.IV. Assessment Strategies/Items
To assess the students during the procedure, the teacher walked around observing and also asking the students questions. At the beginning on the class the teacher said they would be graded not by if they could make the same structure as the other students, but on participation. So, after the assignment the teacher asked the students questions about the assignment and asked them what makes a good procedure. She assessed them according to these guidelines:
· Teacher observation of student's participation during the activity (time on task) and participation during class discussions
· Evaluation of the student's written procedure
· Evaluation of the student's procedure revisions
· Evaluation of the student's analysis of their peers' procedure design
· Evaluation of the student's completed activity sheet.
SBLD EVAL KATE